Water management simulation games and the construction of knowledge
Water management simulation games and the construction of knowledge
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DOI：
10.5194/hess-16-2749-2012
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发表时间：
2012-08
影响因子：
6.3
通讯作者：
Maria Rusca;J. Heun;K. Schwartz
中科院分区：
文献类型：
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作者：
Maria Rusca;J. Heun;K. Schwartz
近年来，模拟已成为教学活动的重要组成部分。模拟游戏流行的原因有两个。一方面，关于人们如何学习的新兴理论需要一种基于经验的学习方法。另一方面，对水管理专业人员的需求发生了变化。三个重要的发展对教育和培训这些专业人员的水管理计划产生了相当大的影响。这些发展包括许多国家对水管理一体化的日益重视、公共部门改革的特点和速度以及国家与社会关系的转变。为了应对这些发展，劳动力市场的需求转向了水务专业人士，他们既需要在自己的领域拥有深入的专业知识，又需要具有理解其他学科和兴趣并与之互动的能力。在这种情况下，谈判、建立共识和团队合作的技能被认为对所有专业人士来说都是至关重要的。在本文中，我们认为模拟游戏在（积极）教育学生和培训新一代水专业人员应对上述挑战方面可以发挥重要作用。同时，模拟对于学习者和教师来说并不是万能的。使用模拟游戏的挑战包括它对教师的要求。设置模拟游戏、促进教学并确保实现学习目标需要教师大量的知识和经验以及大量的时间投入。此外，模拟游戏通常采用基于案例的学习模型，这可能会忽视或低估理论和概念化。为了使模拟有效，它们必须嵌入到这个更大的理论和概念框架中。因此，模拟是对传统教学方法的补充而不是替代。
In recent years, simulations have become an important part of teaching activities. The reasons behind the popularity of simulation games are twofold. On the one hand, emerging theories on how people learn have called for an experienced-based learning approach. On the other hand, the demand for water management professionals has changed. Three important developments are having considerable consequences for water management programmes, which educate and train these professionals. These developments are the increasing emphasis on integration in water management, the characteristics and speed of reforms in the public sector and the shifting state-society relations in many countries. In response to these developments, demand from the labour market is oriented toward water professionals who need to have both a specialist in-depth knowledge in their own field, as well as the ability to understand and interact with other disciplines and interests. In this context, skills in negotiating, consensus building and working in teams are considered essential for all professionals. In this paper, we argue that simulation games have an important role to play in (actively) educating students and training the new generation of water professionals to respond to the above-mentioned challenges. At the same time, simulations are not a panacea for learners and teachers. Challenges of using simulation games include the demands it places on the teacher. Setting up the simulation game, facilitating the delivery and ensuring that learning objectives are achieved require considerable knowledge and experience as well as considerable time-inputs of the teacher. Moreover, simulation games usually incorporate a case-based learning model, which may neglect or underemphasize theories and conceptualizations. For simulations to be effective, they have to be embedded in this larger theoretical and conceptual framework. Simulations, therefore, complement rather than substitute traditional teaching methods.